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<!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman"; mso-ansi-language:SL; mso-fareast-language:SL;} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} --> The national project Development of Natural Science Competences which started in October 2008 is now in full swing. Learning materials are being prepared periodically then they are tested in schools and revised afterwards. The main goal of these materials is to indicate better didactics strategies for systematic development of students' natural science competences. One of these competences, taken from the wide frame of eight key generic competences – Key Competences for Lifelong Learning from the EU Legislation (Education, Training, Youth) – is the digital competence. Several of our materials in the project written so far include this competence in different ways: e-learning materials, use of the computer in experiments and measurements, numerical modeling, graphic tools, etc. Here we focus on particular cases from our physics materials. The tests have shown indubitably that students are prone to acquiring digital competence.